Abstract:

Pedagogical observation shows that Kazakh students in schools have difficulties in auditory perception and reproduction in speech and writing of Kazakh sounds that fall into regressive and progressive assimilation [1]. Special difficulties in the use of the Kazakh language are experienced by children with hearing impairments. The ability to reproduce the sounds of speech by Kazakh children with hearing impairments was studied by A. N. Autayeva [2]. However, auditory perception and reproduction of specific sounds of the Kazakh language by children with hearing impairments has been insufficiently researched.

The main goal of our study is the identification of the auditory perception and pronunciation of specific sounds of the Kazakh language by primary school students with hearing impairment. The specific sounds of the Kazakh language include 9 sounds (ә), (i), (ң), (ғ), (ү), (ұ), (қ), (ө), (Һ). Last sound (Һ) is practically not used in oral speech of the modern Kazakh language. We will consider the first 8 sounds. The study will use the tool developed by A. Chulembayeva and A.N. Autayeva based on the publication of F.F. Rau and N.F. Slezina [3], N.D. Shmatko and T.V. Pelymskaya [4]. The material consists of specially selected pictures and vocabulary material. The perception and pronunciation of sounds will be analyzed in sentences, words, syllables and in isolation. The research covered 34 first and fourth grade students with hearing impairment aged between 7 and 13 years.

The study revealed that the specific sounds of the Kazakh language are correctly auditory perceived by 60% of first grade students and 75% of fourth grade students. The correct pronunciation of specific sounds of the Kazakh language by first grade students in sentences is 30%, in words - 30%, in syllables - 35% and in isolation - 40%. In fourth grade students, the correct pronunciation of specific sounds of the Kazakh language in sentences is 50%, in words - 60%, in syllables - 75% and in isolation - 80%.The results show that first grade students experience special difficulties in perception and reproduction of the following specific sounds of the Kazakh language: (қ), (i), (ү), (ұ), (ң), (ө). Fourth grade students have difficulty pronouncing the following sounds: (қ), (ғ), (ұ), (ң). During the school education in grades 14, there has been insignificant dynamics in the development of auditory perception and reproduction of specific sounds of the Kazakh language. Hence the need to review the methods used in schools for the development of auditory perception and the formation of the pronunciation of hearing impaired students.

Recommendations:
The research group should be expanded, then it will be possible to generalize our findings.

References:
[1] K. Akhanov, Basics of linguistics [Text]: textbook. Almaty: Sanat, 1993.
[2] A.N. Autayeva, Psychological and pedagogical foundations of sound pronunciation in Kazakh children with hearing impairment for 7-8 years. Almaty: KazNPU, 1999.
[3] F.F. Rau, N.F. Slezina, Methods of teaching pronunciation to the deaf school. Moscow: Prosveshchenye, 1981.
[4] N.D. Shmatko, T.V. Pelymskaya, Album for examining the pronunciation of preschool children with hearing impairment. Moscow: Prosveshchenye, 2004.

Keywords:

Specific sounds, Kazak language, students, hearing impairment.